Guidelines for Development of Teachers’ Core Competencies in Schools Under the Secondary Educational Service Area Office 17

Abstract

This research aimed to examine teachers’ core competencies and propose guidelines for development of them in schools under the Secondary Educational Service Area Office 17. The population included a total of 984 persons who were school administrators and teachers in schools under the Secondary Educational Service Area Office 17. The sample in the questionnaire was 278 teachers chosen by stratified random sampling. The sample in the interview consisted of 8 school administrators and teachers chosen by purposive sampling. The tool used in research was the questionnaire and interview form. Data were analyzed by frequency, percentage, mean, standard deviation and content analysis.

According to research results, a high level of the overall picture of was found (M = 4.04, SD = 0.68). The execution level of core competencies in light of ethics and teachers’ professional code of ethics was at the highest level (M = 4.53, SD = 0.57). The second core competencies were in good service and its level of execution was at a high level (M = 4.23, SD = 0.67). Respecting core competencies in terms of teamwork, its level of execution was at a moderate level (M = 3.09, SD = 0.75). It's the last thing needing to develop the most. Guidelines for development of teachers’ core competencies were as follows: 1) school administrators support teachers’ teamwork, build teachers’ networks, organize a mentor system, implement a coaching system and have a supervision and monitoring system in place; 2) teachers continually engage in self-development by means of self-learning, attending training or furthering education, and creating professional learning communities; and 3) schools promote teacher developments through field studies, seminars and training as well as create inter-organizational learning networks.